Business Teacher Preparation in California: Standards of Quality and Effectiveness for Subject Matter Programs

Transcription

1 Business Teacher Preparation in California: Standards of Quality and Effectiveness for Subject Matter Programs A Handbook for Teacher Educators & Program Reviewers 2006 (Revised September 2010)

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3 California Commission on Teacher Credentialing Commission Members Arnold Schwarzenegger, Governor State of California 2006 Leslie Peterson Schwarze, Chair Jon Stordahl, Vice Chair Catherine Banker Josefina Calderon Caleb Cheung Paula Cordeiro Margaret Gaston Guillermo Gomez Gloria Grant John G. Kenney Leslie Littman Aida Molina David Pearson Lillian Perry Loretta Whitson School Board Member Teacher Public Representative Public Representative Public Representative Public Representative Public Representative Teacher Teacher Teacher Designee, Office of Superintendent of Public Instruction Administrator Faculty Representative Teacher Representative Non-Administrative Services Credential Representative Ex-Officio Members Karen Gallagher Athena Waite Marilyn T. McGrath Beverly Young Association of Independent California Colleges and Universities Regents, University of California California Postsecondary Education Commission California State University Executive Officers Dale Janssen Larry Birch Teri Clark Interim Executive Director Director, Professional Services Division Administrator of Accreditation

4 The Business Teacher Subject Matter Advisory Panel California Commission on Teacher Credentialing Panelists Kathie Bennett Marcia Bush MaryKay Davidson Charles Davis Mary Ellen Davis Donald DeSantis Stephen Eggert Kathleen Harcharik Marilyn Johnson Richard Lacy Robert Land Kay Orrell Suzanne Potter-Zmudosky Devery Rodgers Rebecca Seher James Spellicy Ellen Welt Gary Wiessner Educational Organizations Azusa High School Mission Valley Regional Occupational Program (ROP) Alta Loma High School California State University, Sacramento San Francisco Unified School District University of Phoenix - Retired Fountain Valley High School California Polytechnic University, Pomona Colton High School Sid Craig School of Business Porterville High School Business Education Resource Consortium Riverside County Office of Education ROP South Gate High School Los Angeles County Office of Education Lowell High School Santa Clara County Office of Education Chatsworth High School Commission Consultants to the Advisory Panel: California Department of Education Liaison: Phil Fitch Neil Yager

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6 Business Teacher Preparation in California: Standards of Quality and Effectiveness for Subject Matter Preparation Programs Table of Contents Foreword... vii Part 1: Introduction to Subject Matter Program Standards A. The Commission s Responsibilities for Program Standards Overview of Standards for Preliminary Teacher Preparation Programs Standards for Subject Matter Preparation for Prospective Teachers The Standards Development Process...2 a. Essential Reference Documents Used by Subject Matter Panels...3 b. Field Review of Draft Standards...4 c. Adoption of Standards by the Commission...4 B. Alignment of Subject Matter Program Standards and Subject Matter Assessments...4 C. Single Subject Teaching Credentials...5 D. Contacting the Commission...5 Part 2: Standards of Quality and Effectiveness for the Subject Matter Program in Business A. Overview and Introduction to the Handbook Contributions of the Business Advisory Panel Definitions of Key Terms...6 B. The Business Standards Preconditions for the Approval of Subject Matter Programs in Business Standards of Quality and Effectiveness for the Subject Matter Program in Business...9 a. Standards Common to All Single Subject Matter Preparation Programs...9 Standard 1 Program Design...9 Standard 2 Program Resources and Support...9 v

7 b. Program Standards for Business...10 Standard 3 Business Management...10 Standard 4 Accounting and Finance...11 Standard 5 Marketing...12 Standard 6 Information Technology (Computer/Information Systems)...13 Standard 7 Economics...14 Standard 8 Business Environment and Communication...15 c. Subject Matter Requirements for Prospective Teachers of Business (1.) Introduction...16 (2.) Content Domains for Subject Matter Knowledge and Skills in Business...16 Domain 1. Business Management...16 Domain 2. Accounting and Finance...18 Domain 3. Marketing...19 Domain 4. Information Technology...20 Domain 5. Economics...21 Domain 6. Business Environment and Communication...22 (3.) Subject Matter Abilities Applicable to the Content Domains in Business...24 Part 3: Implementation of Standards of Quality and Effectiveness for Subject Matter Programs in Business A. Standards Implementation Processes Process for Cyclical Review and Improvement of Subject Matter Standards Process for Adoption and Implementation of Standards Transition and Implementation Timelines for Programs...25 a. Program Transition Timeline...25 b. Program Implementation Timeline...26 c. Implementation Timelines for Candidates Technical Assistance for Program Sponsors Process for Review and Approval of Program Documents Submitted to the Commission...27 a. Selection, Composition and Training of Program Review Panels...27 b. Steps in the Review of Programs...28 B. Submission Guidelines for Single Subject Matter Program Documents Transmittal Instructions Organization of Required Documents Developing Responses to the Standards...31 a. Responses to the Common Standards...31 b. Responses to the Program Standards Packaging a Submission for Shipment to the Commission Submission Transmittal Cover Sheet Template...34 vi

8 Foreword One of the purposes of education is to enable students to learn the important subjects of the school curriculum so they can further their professional goals and function effectively in work, society and family life. Each year in California, hundreds of students enroll in business classes with teachers who are certified by the Commission on Teacher Credentialing (CTC) to teach those classes in public schools. The extent to which students learn to engage in and utilize business depends substantially on the preparation of their teachers in business and the quality of the teaching of business. The Commission is the agency of California government that licenses teachers and other professionals who serve in the public schools. As the policymaking body that establishes and maintains standards for the education profession in the state, the Commission is concerned with the quality and effectiveness of the preparation of teachers and other school practitioners. On behalf of the education profession and the general public, the Commission has an important responsibility to establish and implement strong, effective standards of quality for the preparation and assessment of credential candidates. California teacher candidates are required to demonstrate competence in the subject matter they will be authorized to teach. Candidates for the Single Subject Teaching Credential have two options available for satisfying this requirement: they can either complete a Commissionapproved subject matter preparation program, or they can pass the appropriate Commissionadopted subject matter examination(s) (Education Code sections and 44310). Because they satisfy the same requirement, these two options are to be as aligned and congruent as possible. However, the substance and relevance of the single subject matter program standards and the validity of examination specifications (i.e., subject matter requirements) is not permanent. The periodic reconsideration of subject matter program standards and the need for periodic examination validity studies are related directly to one of the Commission s fundamental missions: to provide a strong assurance that teaching credentials issued by the Commission are awarded to individuals who have the knowledge, skills, and abilities that are needed in order to succeed in public school teaching positions in California. Best professional practice related to the program standards and the legal defensibility of the examination specifications require that the standards and specifications be periodically reviewed and rewritten, as job requirements and expectations change over time (Education Code sections 44225i, j, 44257, and 44288). In the mid-1990s, the Commission developed and adopted standards for single subject matter preparation programs and, at the same time, specifications for the single subject matter examinations. This work was based on the advice of subject matter advisory panels and data from validity studies, and resulted in program standards and examination specifications that were valid and closely aligned with each other. Those subject matter standards and specifications were adopted by the Commission in 1998 and are still in use today. They are now being replaced by the subject matter requirements and single subject matter standards adopted by the Commission in 2006, as presented in this handbook. vii

9 The Commission s responsibility for establishing high standards for teachers is based, in part, on three major pieces of legislation. In 1988, 1992 and 1998 the Legislature and the governor enacted legislation sponsored by the Commission that strengthened the professional role of the Commission and enhanced its authority to establish rigorous standards for the preparation and assessment of prospective teachers. These reform laws were Senate Bills 148 (Chapter 1355, Stats. 1988), 1422 (Chapter 1245, Stats. 1992) and 2042 (Chap. 548, Stats.1998). As a result, the Commission has taken on new responsibilities for establishing and maintaining rigorous levels of quality in teacher preparation and competency for beginning teachers. To implement these three statutes, the CTC has developed new standards, subject matter requirements and other policies collaboratively with representatives of postsecondary institutions, teachers and administrators in public schools, and statewide leaders involved in public education. This work was done in alignment with the State Board-adopted academic content standards and/or frameworks for K-12 students, and, as required by SB 2042 (Chap. 548, Stats.1998), the K-12 student academic content standards are reflected in the Commission s teacher preparation and subject matter preparation program standards. The revision of Commission standards pursuant to SB 2042 (Chap. 548, Stats.1998) was undertaken in three phases. Single subject matter advisory panels were established to assist in this important work. The first two phases of single subject matter advisory panels addressed the content areas of English, mathematics, science, social science, art, music, languages other than English, and physical education. These panels completed their work over a two year period from The third and final phase of single subject matter panels was accomplished in 2004, and addressed the subject areas of agriculture, business, health science, home economics, industrial and technology education, and languages other than English: American Sign Language. The new subject matter standards developed by all of the panels were grounded in and aligned with the academic content standards for California K-12 students. viii

10 Part 1: Introduction to Subject Matter Program Standards A. The Commission s Responsibility for Program Standards The Commission fulfills one of its responsibilities to the public and to the profession by developing, adopting and implementing standards of program quality and effectiveness. In the process of upholding high standards for the preparation of teachers, the Commission also respects the considered judgments of educational institutions and professional educators, and holds educators accountable for excellence. The premises and principles outlined below reflect the Commission's approach to fulfilling its responsibilities under the law. The Commission asked the single subject advisory panels to apply these general principles to the development of standards for single subject matter programs. 1) The status of teacher preparation programs in colleges and universities should be determined on the basis of standards that relate to significant aspects of the quality of those programs. 2) There are many ways in which a teacher preparation program could be excellent. 3) The curriculum of teacher preparation plays a central role in a program's quality. 4) Teacher preparation programs should prepare candidates to teach the public school curriculum effectively. 5) In California's public schools, the student population is so diverse that the preparation of educators to teach culturally diverse students cannot be the exclusive responsibility of professional preparation programs in schools of education. 6) The curriculum of a teacher preparation program should be based on an explicit statement of purpose and philosophy. An excellent program also includes student services and policies such as advisement services and admission criteria. 7) The assessment of each student's attainments in a teacher preparation program is a significant responsibility of the institution that offers the program. 8) The Commission s standards of program quality allow quality to assume different forms in different environments. 9) The Commission's standards of program quality are roughly equivalent in breadth and importance. 10) Whether a particular program fulfills the Commission's standards is a judgment that is made by professionals who have been trained in interpreting the standards. 1. Overview of Standards for Preliminary Teacher Preparation Programs The standards reforms initiated by SB 2042 (Chap. 548, Stats. 1998) began with the simultaneous development of standards for preliminary teacher preparation programs and for teacher induction programs. The advisory panel appointed by the Commission that developed these two sets of standards was charged with developing the following three policy documents for review and consideration by the Commission: New standards of quality and effectiveness for preliminary teacher preparation programs; Teaching Performance Expectations that would serve as the basis for evaluating the competence of teacher candidates on teaching performance assessments embedded in preparation programs; and New standards of quality and effectiveness for professional teacher induction programs. 1

11 Following their adoption by the Commission in 2001, these three sets of standards initiated structural changes in the teacher credentialing system, as follows: alignment of all teacher preparation standards with the state-adopted academic content standards and performance levels for K-12 students, and with the California Standards for the Teaching Profession (CSTP); inclusion of a teaching performance assessment in preliminary multiple and single subject teacher preparation programs; and a required induction period of support and formative assessment for all first and second year multiple and single subject teachers. In addition to these structural and thematic shifts in the Commission s credentialing system and standards, SB 2042 (Chap. 548, Stats. 1998) replaced the Professional Clear Credential course requirements in health, mainstreaming and technology with a requirement that essential preparation in these three areas be addressed in both the preparation and the induction standards. Follow-up legislation in 1999, AB 1059 (Chap. 711, Stats. 1999) required that new standards for preparation and induction programs include preparation for all teachers to teach English learners in mainstream classrooms. The subject matter standards in this handbook have been designed to complement the SB 2042 standards for programs of pedagogical preparation. 2. Standards for Subject Matter Preparation Programs for Prospective Teachers In California, subject matter preparation programs for prospective teachers are not the same as undergraduate degree programs. Postsecondary institutions govern academic programs that lead to the awarding of degrees, including baccalaureate degrees in business, whereas the Commission sets standards for academic programs that lead to the issuance of credentials, including the Single Subject Teaching Credential in Business. An applicant for a teaching credential must have earned a Bachelor s degree from an accredited institution, but the degree may be in a subject other than the one to appear on the credential. Similarly, degree programs for undergraduate students in business may or may not fulfill the Commission's standards for subject matter preparation. Single subject candidates who complete an approved subject matter program that satisfies the standards meet the subject matter requirement to qualify for the Single Subject Credential in Business. 3. The Standards Development Process The Commission s process for standards development includes the establishment of advisory panels that develop and recommend program standards to the Commission. As this process was applied to the development of subject matter program standards, each panel consisted of: Classroom teachers of the subject area Subject area specialists in school districts, county offices of education, and postsecondary institutions Professors in the subject area teaching in subject matter preparation programs Teacher educators Members of relevant professional organizations Members of other relevant committees and advisory panels A liaison from the California Department of Education. 2

12 During the third phase of standards development, twelve panel members were appointed to the Agriculture Panel; twelve members were appointed to the Languages Other than English: American Sign Language Panel; eighteen members were appointed to the Business Panel; thirteen members were appointed to the Health Science Panel; fourteen members were appointed to the Home Economics Panel; and fourteen members were appointed to the Industrial and Technology Education Panel. These panels began their work in 2004 with a written charge that described their responsibilities for identifying the subject-specific knowledge, skills, and abilities (SMRs) which form the basis of the content required in Commission-approved subject matter preparation programs for teacher candidates. The SMRs for each of these content areas were approved by the Commission at its January 2005 meeting. a. Essential Reference Documents for Subject Matter Panels The subject matter panels used a number of documents as primary resource references for their work. The documents listed below were essential for the phase three panels use in developing the draft program standards that were subsequently adopted by the Commission. The draft academic content standards for K-12 students and/or frameworks approved by the California State Board of Education (2005) The Commission-approved (1996) Standards of Quality and Effectiveness for Subject Matter Programs in Agriculture, Languages Other Than English, Business, Health Science, Home Economics, and Industrial and Technology Education and Handbooks for Teacher Educators and Program Reviewers in each of the academic areas (1999) The Standards of Program Quality and Effectiveness for the Subject Matter Requirements for the Multiple Subject Teaching Credential (Sept. 2001) The Standards of Quality and Effectiveness for Preliminary Teacher Preparation Programs (Sept. 2001, revised 2003) The national subject matter standards for agriculture, languages other than English: American Sign Language, business, health science, home economics, and industrial and technology education Other important state and national studies and publications relevant to the subject areas. The State Board-adopted K-12 student academic content standards and/or frameworks were the central documents used by the panels. In 2002, the first phase of subject matter advisory panels had identified six standards contained within the 1992 standards documents that were common to all of the subject matter standards, and had added several additional standards based on the SB 2042 reform (Chap. 578, Stats. 1998). This process resulted in the development and approval by the Commission of ten standards common to all programs that were incorporated within the specific program standards for each of the single subject area standards developed in phase three. In 2010 the ten Standards Common to All were revised and replaced with two Standards Common to All. 3

13 The Subject Matter Requirements for the Multiple Subject Teaching Credential was also an important document used by the panels. In some cases the multiple subject standards language and the organization of the standards were incorporated by the panels. The standards of the national professional organizations also served as a guide and provided a comprehensive perspective for panel members. b. Field Review of Draft Standards The single subject matter standards developed by the phase three advisory panels and subsequently adopted by the Commission were formatted to align with the SB 2042 teacher preparation. In this new format the broad conceptual standard is presented, followed by Program Guidance for the standard which further articulates the concepts contained within the standard. Early in 2004 the Commission conducted a field review of the draft single subject matter standards. The draft standards were mailed to all deans of education, directors of teacher education programs, and single subject coordinators at all Commission-accredited four-year institutions in California; to learned societies and professional organizations; and to funded subject matter projects, teacher organizations, school districts, and county offices of education. The draft standards were sent as well to over one hundred selected K-12 public school teachers and college/university professors. The standards were also placed on the Commission s web site with instructions on how to download the standards, complete the field review survey, and return survey responses to the Commission. Standards review surveys were returned to the Commission by February Commission staff tallied all responses and listed all comments on a master survey form for each subject matter area. Revisions made by the panels as a result of the field review included providing clarifications and examples, and reorganizing content. Elements that were consistent with the state s K-12 student academic content standards remained unchanged. c. Adoption of Standards by the Commission The revised subject matter standards for all of the phase three subject areas were adopted by the Commission at its meeting of September B. Alignment of Subject Matter Program Standards and Subject Matter Assessments The Teacher Preparation and Licensing Act of 1970 (Ryan Act) established the requirement that candidates for teaching credentials verify their knowledge of the subjects they intend to teach. Candidates for single subject teaching credentials may satisfy this subject matter requirement by completing approved single subject matter programs or by passing subject matter examinations that have been adopted by the Commission. Senate Bill 2042 (Chap. 548, Stats.1998) required that subject matter programs and examinations for prospective teachers be aligned with K-12 student standards and frameworks. To achieve this alignment and congruence, the Commission asked the subject matter advisory panels to develop subject matter requirements (SMRs) that would be consistent in scope and content with the K-12 standards and frameworks. At the time the Commission adopted the phase three subject matter program standards in 2006, it also adopted the subject matter requirements appended to the standards document. College and university faculty and administrators are urged 4

14 to examine these SMRs as a source of information about essential content that should be included in subject matter preparation programs, as these represent the scope of content on which both the program standards and the subject matter examinations are based and to which the program standards and the examinations are aligned. Early in 2004, the Commission began the process of developing assessments that were aligned with the K-12 requirements. These assessments are known as the California Subject Examinations for Teachers (CSET), and are administered by an external contractor under the Commission s direction. In the six subject areas, multiple-choice and constructed-response test items were drafted, based on the subject matter requirements. The test items were reviewed by both the Bias Review Committee and the appropriate subject matter advisory panel and revised as necessary. The CSET examinations for the phase three subject areas of agriculture, business, health science, home economics, industrial and technology education, and languages other than English: American Sign Language were first administered in fall 2005, and these assessments replaced the SSAT and Praxis II examinations in these content areas. C. Single Subject Teaching Credentials The Single Subject Teaching Credential authorizes an individual to teach classes in that content area in departmentalized settings. The holders of these credentials may teach at any grade level, but the great majority of the classes in these subjects occurs in grades seven through twelve. The Commission asked the subject matter advisory panels to recommend new policies to ensure that future teachers are prepared to instruct in the subject areas most commonly taught in secondary public schools. D. Contacting the Commission The Commission periodically reviews and updates its policies, in part on the basis of responses from colleges, universities, school districts, county offices, professional organizations and individual professionals. The Commission welcomes all comments and questions about the standards and other policies in this handbook. For further information, please contact the Commission at the following address: Commission on Teacher Credentialing Professional Services Division 1900 Capitol Avenue Sacramento, California

15 Part 2: Standards of Quality and Effectiveness for the Subject Matter Program in Business A. Overview and Introduction to the Handbook This section of the handbook is organized into three parts. Part 1 of the handbook provides the background and context for the business program standards. Part 2 of the handbook presents the twenty program standards as well as the subject matter requirements for business. Part 3 of the handbook provides information about implementation of the business program standards in California colleges and universities. 1. Contribution of the Business Subject Matter Advisory Panel The Commission on Teacher Credentialing is indebted to the Business Subject Matter Advisory Panel for the development of the Standards of Quality and Effectiveness for the Subject Matter Program in Business. The Commission believes strongly that the standards in this handbook will improve the teaching and learning of business in California's public schools. 2. Definitions of Key Terms Used in this Handbook California state law authorizes the California Commission on Teacher Credentialing to set standards and requirements for preparation programs (Education Code sections 44225a, i, j; 44310; and 44311). The following key terms are used in this handbook. Preconditions A precondition is a requirement for initial and continued program approval. Unlike standards, preconditions specify requirements for program compliance, not program quality. Commission staff determines whether a program complies with the adopted preconditions on the basis of a program document provided by the college or university. In the program review sequence, a program that meets all preconditions then undergoes a more intensive review to determine if the program's quality meets the Commission's standards. Standards Standards are statements of program quality adopted by the Commission on Teacher Credentialing to describe acceptable levels of quality in programs of subject matter study offered by regionally-accredited colleges and universities that award baccalaureate degrees. Each standard is elaborated by Program Guidance for that standard. Programs must meet all of the applicable standards for both initial and continuing approval of a subject matter program by the Commission. The Commission determines whether a program satisfies a standard on the basis of an intensive review of all available information provided by the program sponsor related to the standard. Program Guidance Program guidance is provided for each standard to help institutions in developing programs that meet the standards, and are also used by program review panels in judging the quality of a program in relation to a given standard. Within the overall scope of a standard, Program Guidance identifies what the Commission believes are the important dimensions of program quality with respect to each standard. In determining whether a program fulfills a given 6

16 standard, the review panel considers the information provided by the program in response to each statement of that standard. When the review panel finds that a program has met each standard, the program is then recommended to the Commission for approval. 7

17 B. The Business Standards 1. Preconditions for the Approval of Subject Matter Programs in Business To be approved by the Commission, a Subject Matter Program in Business must comply with the following preconditions. (1) Each program of subject matter preparation for the Single Subject Teaching Credential in Business shall include (a) a minimum of 30 semester units (or 45 quarter units) of core coursework in business and related subjects that are commonly taught in departmentalized classes in California public schools, and (b) a minimum of 15 semester units (or 22 quarter units) of coursework that provides extended study of the subject. These two requirements are elaborated in Preconditions 2 and 3. (2) The core (breadth) of the program shall include coursework in (or directly related to) subjects that are commonly taught in departmentalized classes of business and related subjects in the California public schools, including accounting and finance, business communications, business law, business management, computer applications and information technology, economics, entrepreneurship, and marketing. (3) Extended studies in the program (breadth, depth, perspective, concentrations) shall be designed to supplement the essential core of the program. In addition to describing how a program meets each standard of program quality in this handbook, the program document by an institution shall include the course titles, unit designations, catalog descriptions and syllabi of all courses in the program that are used to meet the standards. Program documents must include a matrix that identifies which courses meet which standards. Institutions may determine whether the standards are addressed through one or more courses for each commonly taught subject or courses offering integrated study of these subjects. Institutions may also define the program in terms of required or elective coursework. However, elective options must all meet the standards. Coursework offered by any appropriate department(s) of a regionally accredited institution may satisfy the preconditions and standards in this handbook. Programs may use general education courses in meeting the standards. 8

18 2. Standards of Quality and Effectiveness for the Subject Matter Program in Business a. Standards Common to All Single Subject Matter Preparation Programs Standard 1: Program Design Subject matter programs are based on an explicit statement expressing the purpose, design, and expected outcomes of the program. The program curriculum builds on the K-12 State-adopted academic content standards, with student outcomes and assessments aligned to the subject matter requirements. The program provides prospective teachers with conceptual knowledge of the subject matter, develops academic literacy and discipline-based fluency, addresses issues of equity and diversity, and exposes prospective teachers to a variety of learning experiences appropriate for the discipline. Standard 2: Program Resources and Support The program sponsor allocates resources to support effective program coordination, which includes advising students, facilitating collaboration among stakeholders, and overseeing program review. Ongoing review processes use assessments of the prospective teachers and a variety of data such as input from stakeholders and other appropriate measurements for review and evaluation of the subject matter program. 9

19 B. Program Standards for Business Standard 3: Business Management The program requires preparation in the study of business management functions; organizational theory and development; leadership; and motivational concepts. The program addresses the legal and ethical principles as well as the U.S. legal system pertaining to business. Candidates use principles and methods of decision making and mathematical operations leading to quantitative and qualitative analysis. Candidates study the principles of production and operations management in the program. Program course work includes the principles of human resource management and candidates are able to effectively employ personnel policies, practices, and resources. The following statements no longer require a direct response but should be used for guidance in responding to the standards directly. Each statement of the standard should be responded to instead, by providing a brief description, a few examples and evidence citations for how the program meets the standard. Please limit the total response to the standard to 1-2 pages. The program includes the study of management functions and decision making. Course work includes instruction in organizational behavior and theory. The program conveys clearly ethical and social responsibility as it pertains to business operational situations. Course work incorporates the study of laws and regulations as well as differentiates between ethical and legal issues related to social responsibility and business management. The program includes instruction in production and operations management relevant to business operations and social dynamics in the workplace. Candidates are required to know human resource management skills and how those skills contribute to the growth and development of the workforce. 10

20 Standard 4: Accounting and Finance The program includes knowledge and application of accounting concepts, principles, procedures, and financial analysis. The program requires study of the basic principles of finance to analyze and manage business and personal situations. The following statements no longer require a direct response but should be used for guidance in responding to the standards directly. Each statement of the standard should be responded to instead, by providing a brief description, a few examples and evidence citations for how the program meets the standard. Please limit the total response to the standard to 1-2 pages. The program requires candidates to use the procedures for processing accounting data (e.g., analysis of source documents, procedures for journalizing, and posting transactions to ledgers, creating financial statements, performing adjusting and closing entries) Candidates are required to prepare, analyze, interpret, and communicate financial information including statements, budgets, records, and ratios. Program studies include cash management concepts. Course work includes the utilization of computerized accounting packages and other financial software applications. 11

21 Standard 5: Marketing The program prepares candidates to apply key marketing principles and concepts including but not limited to customer service, selling, promotion, and distribution in both domestic and international markets. The following statements no longer require a direct response but should be used for guidance in responding to the standards directly. Each statement of the standard should be responded to instead, by providing a brief description, a few examples and evidence citations for how the program meets the standard. Please limit the total response to the standard to 1-2 pages. Program studies include the principles and procedures for developing a marketing plan and applying marketing strategies and concepts to a variety of business situations. The program provides instruction in the principles of market segmentation, target marketing, and positioning are used in conducting market research and related business decisions. The course of study incorporates principles of the five P s (product, price, promotion, place/distribution, and people) to make marketing decisions, including the influence of emerging technologies. The program addresses the differences in marketing concepts in a variety of industries. Program studies include cultural differences in language, values, social behavior, and business protocol can affect market strategies and concepts, customer service, sales, and promotion. Course work includes appropriate mathematical procedures to analyze and solve business problems related to marketing (e.g., purchasing, sales, and promotion). Candidates are required to study the nature, importance, strategies, and steps of the selling process including customer-buying motives and behaviors. Program studies require the analysis of factors affecting customer satisfaction and service options that are appropriate for selected types of businesses and their target markets. Program studies require the analysis of factors that affect global marketing. 12

22 Standard 6: Information Technology (Computer/Information Systems) The program requires knowledge of terminology, principles and procedures related to the ethical use of information technology. Candidates are prepared to apply principles and procedures related to applications, networking systems, and basic concepts of programming and systems development in business situations. The following statements no longer require a direct response but should be used for guidance in responding to the standards directly. Each statement of the standard should be responded to instead, by providing a brief description, a few examples and evidence citations for how the program meets the standard. Please limit the total response to the standard to 1-2 pages. The program provides instruction and application of concepts and resources to configure computer components in order to operate systems and associated utilities to benefit a business organization. The course work includes principles and procedures of managing information and media systems. The program addresses ethical procedures related to information technology including analysis and application of basic security plans and procedures for managing privacy issues. The program provides instruction in networking concepts, systems, and business models necessary to apply principles and procedures related to voice and data transmission media types and emerging technology trends. Candidates are required to compare and contrast programming languages. Candidates in the program use and customize software in business applications. 13

23 Standard 7: Economics The program instructs candidates in the basic economic principles as they apply to microeconomic and macroeconomic theories and principles in domestic and international economies. The following statements no longer require a direct response but should be used for guidance in responding to the standards directly. Each statement of the standard should be responded to instead, by providing a brief description, a few examples and evidence citations for how the program meets the standard. Please limit the total response to the standard to 1-2 pages. Program courses instruct candidates in the basic terminology, concepts, theories, and chart/graph interpretation related to market, product, and domestic and international economics. The program studies include the principles of supply and demand, price, profits, equilibrium and incentives in product markets and varying business situations. Course work includes the study of characteristics of different microeconomic structures and requires candidates to apply factors and concepts as related to a business organization. Candidates receive instruction on the four input factors of production and their costs. Candidates are required to compare and contrast different economic systems and philosophies and recognize how differences in culture, language, values and social behavior affect the ethical conduct of business across domestic and international borders. The course work includes instruction and application of a variety of macroeconomic indicators. Program studies incorporate the principles associated with money and banking. Candidates are required to study and evaluate the effects of fiscal and monetary policy on the U.S. economy and international trade. The program provides instruction on aggregate supply and demand. Course work includes analysis of the influence of government on business decisions. Candidates receive instruction on international currency markets including foreign exchange and monetary exchange rates. 14

24 Standard 8: Business Environment and Communication The program requires study of the global business environment and an understanding of the importance of business communication. The program promotes an understanding of the principles and procedures of business ownership and the unique contributions of entrepreneurs. The program addresses principles of career development and develops employment skills in candidates. The following statements no longer require a direct response but should be used for guidance in responding to the standards directly. Each statement of the standard should be responded to instead, by providing a brief description, a few examples and evidence citations for how the program meets the standard. Please limit the total response to the standard to 1-2 pages. The course of study includes the effects of cultural, organizational, technological, and behavioral characteristics on the selection of communication strategies and methods. Candidates are required to select and use current and emerging technologies to produce documents and presentations that meet professional business standards. The program promotes in candidates effective verbal and nonverbal communication skills. Candidates are required to develop a business plan including location analysis, financial planning, products and/or services, operations management, human resource management, and marketing. Program studies include identifying the characteristics of successful entrepreneurs and evaluating the advantages and disadvantages of various types of business ownership. The program provides candidates with knowledge on career opportunities and employment skills needed to be productive in the workforce. 15

25 c. Subject Matter Requirements for Prospective Teachers of Business (1.) Introduction Subject matter requirements represent the body of knowledge, skills and abilities expected of teachers of business in the public schools. The subject matter requirements form the basis for both program standards and examination specifications for business. (2.) Content Domains for Subject Matter Knowledge and Skills in Business Domain 1. Business Management Candidates demonstrate an understanding of the purpose and function of business management. Candidates understand the functions of management, organizational theory, and organizational behavior, including leadership and motivational theories. Candidates explain the importance and implications of ethical and legal behavior. They apply effective processes and procedures for making sound business decisions. They understand the basic principles and procedures required to manage service, trade, manufacturing, nonprofit, and public organizations. Candidates understand the role of managing human resources in successful business organizations. 1.1 Management Functions and Decision Making a. Define and explain the five major management functions (i.e., goal setting, planning, organizing, leading, and controlling). b. Understand planning and problem-solving processes within an organization and explain how competition affects these processes in formulating strategy and policy. c. Understand major functions of an organization (e.g., accounting, marketing, operations, finance, human resources, research and development, information systems) and describe their roles and interrelationships within the organization. d. Identify principles and methods for managing change, incorporating innovation, and using decision-making processes in business organizations. e. Interpret quantitative and qualitative business information (e.g., charts, graphs, spreadsheets, articles, manuals, technical consumer and workplace documents). f. Apply basic mathematical operations and define quantitative analysis and methods to facilitate decision making (e.g., dependent and independent variable analysis, estimation, forecasting, descriptive and inferential statistics, quality control methods). 1.2 Organizational Behavior and Theory a. Demonstrate an understanding of leadership and motivational theories, styles, and qualities that foster effective leadership and positive team dynamics. b. Understand the interrelationships among group and individual behaviors and the culture and climate of an organization. c. Understand principles of organizational theory and compare and contrast different organizational structures. 16

26 1.3 Ethical and Social Responsibility a. Understand procedures for developing a code of ethics and apply ethical codes to various business situations. b. Analyze factors that affect ethical conduct and their implications in business decision making. c. Identify and analyze issues related to ethical and social responsibility in the global marketplace. d. Understand the social responsibilities of business organizations and the function of management in making decisions related to social responsibilities. 1.4 Business Law a. Understand the history, sources, structure, and operations of the U.S. legal system and the basic principles of law relevant to business operations in a global economy. b. Demonstrate an understanding of laws, regulations, and codes related to business (e.g., enforceable contracts, personal and real property, antitrust, uniform commercial code). c. Apply knowledge of laws and regulations in various situations and explain their effect on business. d. Recognize and differentiate between ethical and legal issues related to business. 1.5 Production and Operations Management a. Understand the processes by which resources such as labor and raw materials are converted into finished goods and services. b. Understand components of successful business operations (e.g., quality control, planning, resource scheduling, inventory management). c. Explain the importance of productivity in business and identify factors that affect profitability (e.g., specialization, innovation, investment, technology). d. Identify the interrelationships between business operations and the social dynamics of the workplace. 1.6 Human Resource Management a. Understand and describe methods an organization can use to effectively manage its personnel policies, practices, and resources. b. Understand and apply methods of employee recruitment and selection, development and training, performance documentation, evaluation, and termination of employment. c. Demonstrate a basic understanding of the issues arising from legislation (e.g., Americans with Disabilities Act, Equal Employment Opportunity Commission, Family and Medical Leave Act) related to human resource management. d. Understand regulations and apply procedures related to health and safety practices and policies. (Challenge Standards for Student Success: Career Preparation Business Education [2000]: Standards 1.2, 1.7, 3.2, 3.3. Business Teacher Preparation in California: Standards of Quality and Effectiveness for Subject Matter Programs [1999]: Standards 8, 9, 11.) 17

27 Domain 2. Accounting and Finance Candidates demonstrate an understanding of financial analysis and accounting concepts, principles, and procedures. Candidates analyze, apply, interpret, and communicate financial data. They understand how to make decisions using accounting data. Candidates use principles of finance to analyze business situations and apply basic principles of personal financial management. 2.1 Accounting Principles a. Understand the basic theory of accounting (e.g., accounting equation, classification and matching, historical cost) as it relates to the accounting cycle for a sole proprietorship, partnership, and corporation. b. Identify components of the accounting cycle (e.g., analysis of source documents, procedures for journalizing and posting transactions to ledgers, creating financial statements, performing adjusting and closing entries). c. Understand and apply specific accounting principles related to recognition and measurement for reporting financial performance, financial position, and cash flows (e.g., cash management, receivables and payables, inventory, investments, non-concurrent assets and liabilities, owner's equity, foreign currency). d. Recognize the uses of computerized accounting packages and other financial software applications. e. Interpret, prepare, and use financial accounting data to make ethical business decisions. 2.2 Principles of Finance a. Understand basic financial analysis terminology (e.g., time value of money, interest rates, risk). b. Apply financial analysis principles to common business situations and problems. c. Interpret and communicate financial data in a business. 2.3 Personal Finance a. Understand principles and procedures for personal financial management (e.g., budgeting, saving, personal income tax, investing, retirement planning, personal banking). b. Apply consumer skills in evaluating the purchase of various consumer products (e.g., house, automobile). c. Understand financial and investment options offered by banks, credit unions, and other financial institutions. d. Describe how income from employment is affected by various factors (e.g., supply and demand, geographical location, level of education, type of industry, union membership, productivity, skill level, work ethic). e. Understand principles and factors that affect credit and personal debt management (e.g., choice of credit, cost of credit, legal aspects of using credit). (Challenge Standards for Student Success: Career Preparation Business Education [2000]: Standards , Business Teacher Preparation in California: Standards of Quality and Effectiveness for Subject Matter Programs [1999]: Standard 5.) 18